Upload
others
View
0
Download
0
Embed Size (px)
Citation preview
G u í a p a r a e l P a r t i c i p a n t e
E j e r c i c i o s d e P r á c t i c a
S i m u l a c i ó n d e l E x a m e n
G U Í A D E E S T U D I 0 E X A M E N D E E Q U I V A L E N C I A D E E S C U E L A S U P E R I O R
C O M U N I C A C I Ó N
E N I N G L É S
D E P A R T A M E N T O D E E D U C A C I Ó N
D E P U E R T O R I C O
Secretaría Auxiliar de Servicios
Educativos a la Comunidad
G U Í A D E E S T U D I 0 E X A M E N D E E Q U I V A L E N C I A D E E S C U E L A S U P E R I O R
PROGRAMA DE EDUCACIÓN PARA ADULTOS
UNIDAD DE EXÁMENES, DIPLOMAS Y CERTIFICACIONES
2015
DERECHOS RESERVADOS
CONFORME A LA LEY DEL
DEPARTAMENTO DE EDUCACIÓN DE PUERTO RICO
NOTA ACLARATORIA
Para propósitos de carácter legal en relación con el Título VII de la Ley de Derechos Civiles de 1964; la Ley Pública
88-352, 42 USC. 2000 et seq.; la Constitución del Estado Libre Asociado de Puerto Rico; la Carta Circular Núm. 19-
2014-2015, Política pública sobre la equidad de género y su integración al currículo del Departamento de Educación
de Puerto Rico como instrumento para promover la dignidad del ser humanos y la igualdad de todos y todas ante
la ley; y el principio de economía gramatical y género no marcado de la ortografía española, el uso de los términos
facilitador, maestro, director, estudiante, tutor, encargado y cualquier uso que pueda hacer referencia a ambos
géneros, incluye tanto al masculino como al femenino.
El Departamento de Educación no discrimina de
ninguna manera por razón de edad, raza, color,
sexo, nacimiento, condición de veterano,
ideología política o religiosa, origen o condición
social, orientación sexual o identidad de género,
discapacidad o impedimento físico o mental; ni
por ser víctima de violencia doméstica, agresión
sexual o acecho.
JUNTA EDITORA
Prof. Rafael Román Meléndez Secretario del Departamento de Educación
Prof. Harry Valentín González Subsecretario para Asuntos Académicos
Prof.a Damaris E. Pérez Gullón Secretaria Auxiliar
Servicios Educativos a la Comunidad
Prof.a Anayantzie Altieri Avilés Directora
Programa Educación para Adultos
Prof.a Luz M. Torres Ramis de Ayreflor Directora
Unidad de Exámenes, Diplomas y Certificaciones
La Guía de Estudio para el Examen de Equivalencia de Escuela Superior es el producto
de la participación de un equipo de profesionales comprometidos con la educación.
Agradecemos a todas las personas que colaboraron en la validación, revisión y edición
de este trabajo. En especial agradecemos a:
Sra. Nomayra Sánchez
Ayudante Especial
Secretaría Auxiliar de Servicios Educativos a la Comunidad
Prof.a Carmen A. Barreda García
Asesora
Programa de Educación para Adultos
Sr. Ismael Candelaria Medina
Auxiliar Administrativo III - Concepto Artístico
Unidad de Exámenes, Diplomas y Certificaciones
Innovativa Consultores Inc. y su Equipo de Trabajo
Marisol Acevedo Rivera
Facilitadora docente de Español
Distrito de Corozal
Rosario González Feliciano
Facilitadora docente de Matemáticas
Distrito de San Juan II
Glory Ann Torres Torres
Facilitadora docente de Español
Distrito de Corozal
Leannette Rullán Calcerrada
Facilitadora docente de Ciencias
Distrito de Carolina
Jovita Flores Palos
Facilitadora docente de Inglés
Distrito de Corozal
Mayra González Lind
Facilitadora docente de Estudios Sociales
Distrito de Carolina
I. ¿Qué es el Examen de Equivalencia de Escuela Superior (EEES)?
A. Descripción del examen 3
B. ¿Qué se examina en el EEES? 3
1. Áreas académicas que se evalúan 3
C. Tiempo de duración del EEES 4
D. Formato de los ejercicios 4
E. Resultados del EEES 4
F. Prepararse para tomar los exámenes del EEES:
Recomendaciones y consejos prácticos 4
II. Guía de Estudio
A. Propósito de la Guía 6
B. ¿Cómo utilizar la Guía de Estudio? 6
C. Descripción del examen de simulación Comunicación en Inglés 8
D. Conceptos / Descripción General / Destrezas 9
E. Examen de Simulación 18
1. Ejercicios de práctica y respuestas 20
2. Ejercicios de simulación 23
F. Respuestas a los ejercicios de simulación 42
III. Referencias
A. Referencias de libros 43
B. Referencias electrónicas
44
Tabla de Contenido
3
A. D e s c r i p c i ó n d e l e x a m e n
El Examen de Equivalencia de Escuela Superior es una batería de cinco
(5) exámenes que responden al programa del Departamento de Educación de
Puerto Rico en las áreas de Comunicación en Español, Comunicación en
Inglés, Interacción Social, Razonamiento Científico y Razonamiento
Matemático. Este examen evalúa la habilidad cognoscitiva, el
aprovechamiento académico y sus destrezas de redacción. El examen está
disponible para aquellos adultos como usted que no completaron sus estudios,
ofreciéndoles así la oportunidad de obtener el diploma de escuela superior.
Este certificado de equivalencia es válido para los patronos de agencias
públicas o privadas así como para instituciones que ofrecen estudios
universitarios o posgrados.
B. ¿Q u é s e e x a m i n a e n e l E E E S ?
El EEES tiene como finalidad examinar las habilidades y el aprendizaje
desarrollados por el participante a lo largo de su educación básica. Como
sabemos, el desarrollo de estas destrezas corresponde al cúmulo de
conocimientos adquiridos a través de los años de enseñanza formal y
aprendizaje del participante. Esto requiere que dediquen tiempo de repaso y
práctica constante como preámbulo al examen, ya que sólo así se recordarán
y activarán los contenidos y habilidades adquiridas en su formación. El examen
abarca las cinco (5) asignaturas básicas del Programa de Educación para
Adultos.
1. Á r e a s a c a d é m i c a s q u e s e e v a l ú a n
I. ¿Qué es el Examen de Equivalencia de Escuela Superior (EEES)?
4
C. T i e m p o d e d u r a c i ó n d e l e x a m e n
El tiempo de duración de cada uno de los cinco (5) exámenes varía
según la materia.
D. F o r m a t o d e l o s e j e r c i c i o s
Los ejercicios del EEES están redactados por áreas temáticas y siguen un
formato de pregunta, seguida de alternativas o posibles respuestas. En la
prueba se presentan diversos tipos de ejercicios de selección múltiple. Cada
ejercicio de selección múltiple ofrece cinco (5) alternativas: A), B), C), D) y E).
Entre estas, solamente existe una respuesta CORRECTA que puede estar en
cualquier posición entre las alternativas para cada pregunta. A todos los
ejercicios se les asigna el mismo valor, aun a los más difíciles.
E. R e s u l t a d o s d e l E E E S
Aunque cada examen se califica de manera independiente, para obtener
el diploma de equivalencia de escuela superior tiene que aprobar los cinco
exámenes.
F. P r e p a r a r s e p a r a t o m a r l o s e x á m e n e s d e l E E E S
Para poder estudiar de manera apropiada y lograr los mejores resultados
en este examen, siga estas recomendaciones y consejos prácticos:
• Elija un buen horario para usted.
• Elija un lugar silencioso e iluminado.
• Estudie por lo menos 2 horas diarias.
• Lea y practique.
• Tome descansos breves.
• No estudie la noche antes.
• Descanse y duerma bien.
• Desayune bien.
5
• Salga a tiempo, trate de llegar 20 minutos antes del examen.
• Si el horario del examen lo amerita, lleve meriendas o almuerzos.
• Estudie la materia más de una vez.
• Tome mucha agua mientras estudia.
• Mantenga el teléfono o cualquier dispositivo electrónico apagado
mientras estudia.
• No dude de su capacidad ni de sus conocimientos el día del examen.
6
A. P r o p ó s i t o d e l a G u í a d e E s t u d i o
La EEES cubre cinco áreas académicas, conocidas como áreas medulares
de la enseñanza. Esta guía presenta información didáctica, y explicaciones de
cada área con el propósito de brindar al participante una idea clara de cómo se
organiza y estructura el contenido de la prueba del EEES. Así, la guía contiene
información relacionada con el contenido del examen, ejercicios de práctica,
exámenes simulados y referencias para facilitar el estudio de cada concepto a
evaluarse en la asignatura, de forma que le facilite el prepararse para tomar el
Examen y aprobarlo con éxito.
B. ¿ C ó m o u t i l i z a r l a G u í a d e E s t u d i o ?
La Guía de Estudio que aquí se presenta le servirá como una herramienta
didáctica que facilitará su aprendizaje. La puede utilizar de manera autodidacta o
con la ayuda de sus maestros, de manera que pueda reforzar y aumentar su
comprensión sobre cierta información académica en las materias básicas. Por
ello, ponemos a su alcance material de estudio con el propósito de que pueda
presentar su Examen de Equivalencia de Escuela Superior en la forma adecuada
y con mayores probabilidades de éxito. Comience leyendo cuidadosamente la
tabla de contenido de forma que conozca las secciones que contiene la guía. Una
vez termine con la tabla de contenido, así como la información de las secciones I
y II, pase a leer detenidamente toda la información contenida en la guía. Es decir:
1. Estudie primero la descripción del examen según la materia específica.
Prosiga con la Tabla de conceptos que resume todos los conceptos que
se trabajarán en el examen, una descripción general de cada concepto,
así como el contenido específico de las destrezas que debe dominar.
2. Luego utilice los instrumentos y ejercicios de práctica para diagnosticar
cuánto más debe estudiar para dominar a cabalidad cada concepto del
EEES.
II. Guía de estudio
7
Analice la forma en la que están estructurados los
ejemplos, y la forma de responder los ejercicios.
Realice las actividades que se sugieren, esto permitirá
mejorar el proceso de análisis, así como las habilidades
matemáticas y lectoras.
Conteste los ejercicios de práctica que se incluyen en la
guía, hasta que se sienta preparado.
Consulte diversas fuentes bibliográficas cuando tenga duda
en algún tema.
3. Proceda a contestar el examen de simulación.
Es importante que lea atenta y detenidamente las recomendaciones
para resolver los ejercicios del examen de simulación que aquí se
le indican.
No consulte el anejo de respuestas hasta que se haya
contestado el instrumento de práctica.
Compare las respuestas con las claves que se incluyen en
el anejo.
En caso de que alguna respuesta esté incorrecta, regrese
al ejercicio y busque otra vía de solución.
Es importante utilizar las referencias provistas para cada concepto y
estudiar el contenido específico de cada material. Puede conseguir ayuda
adicional para estudiar el contenido de cada prueba del EEES a través del
Programa de Educación para Adultos de cada Región Educativa o en las Oficinas
Centrales del Departamento de Educación.
8
C. D e s c r i p c i ó n d e l e x a m e n d e s i m u l a c i ó n :
C o m u n i c a c í o n e n I n g l é s
El examen de simulación de Comunicación en Inglés se presenta en tres
(3) secciones, con sus correspondientes conceptos, según aparecen en la Tabla,
a saber:
1ra. - Language and Grammar
2da. - Reading Comprehension
3ra. - Indirect Writing
El propósito de este examen de simulación de Comunicación en Inglés es
medir la comprensión lectora básica en inglés. Además mide el dominio que el
participante tiene de los elementos básicos del idioma, es decir, si es capaz de
utilizarlo adecuadamente.
El examen de simulación incluye 50 preguntas de selección múltiple
relacionadas a conceptos como los siguientes: partes de la oración, vocabulario
en contexto, oraciones incompletas, relaciones de sentido, sinónimos, textos
literarios e informativos, el texto como unidad de sentido, conectores lógicos y
redacción indirecta.
Después de la tabla de conceptos que sigue a continuación, se ofrece el
examen de simulación que le brindará al participante una experiencia similar al
examen de equivalencia de Comunicación en Inglés.
9
Concepts General Description Skills/Competencies
1. Language
use/usage
Language use refers to knowledge of
grammatical form correctness for
communication purposes.
Language usage refers to the rules for
making language, i.e. the structures
used. It can be compared to use, which
considers the communicative meaning
of language.
For language usage, punctuation rules
are very important. Punctuation is the
use of spacing, conventional signs and
certain typographical devices as aids to
the understanding and correct reading,
both silently and aloud, of handwritten
and printed texts. They are the marks
such as periods and commas in writing
that make the meaning clear.
There are 14 punctuation marks in the
English language: the period, question
mark, exclamation point, comma,
semicolon, colon, dash, hyphen,
parentheses, brackets, braces,
apostrophe, quotation marks, and
ellipses.
Recognize vocabulary
in context.
Apply the correct use
of prepositions and
pronouns.
Recognize correct
punctuation and end
marks in sentences
and questions.
D. TABLA DE CONCEPTOS – COMUNICACIÓN EN INGLÉS
SECTION 1: LANGUAGE USE AND GRAMMAR
10
Concepts General Description Skills/Competencies
2. Parts of Speech
English words have been traditionally
classified into eight lexical categories,
or parts of speech (and are still done so
in most dictionaries): nouns, pronouns,
adjectives, verbs, adverbs,
prepositions, conjunctions, and
interjections for communication
purposes, according to their functions.
1. Noun - any abstract or concrete
entity; a person (police officer, Michael),
place (coastline, London), thing
(necktie, television), idea (happiness),
or quality (bravery).
2. Pronoun - a word that substitutes for
a noun or noun phrase (them).They are
used in place of a noun that has already
been mentioned or that is already
known, often to avoid repeating the
noun.
For example:
Karen was tired so she went to bed.
Carlos took the children with him.
Julia’s face was close to mine.
3. Verb – word that describes any action
(walk), occurrence (happen), or state of
being (be) in the sentence.
Verbs show the action and verb tenses
indicate the time of the action or state
that being expressed by the verb. In
English, there are three basic tenses:
List the parts of
speech.
Identify nouns as part
of the sentence
structure.
Apply the correct use
of pronouns.
Determine subject and
verb agreement in
sentences and
questions.
Apply verb tenses
correctly.
Identify adverbs in a
sentence.
Recognize adjectives
in a sentence.
Recognize
prepositions of time,
location, and place
correctly.
Select conjunctions
correctly in sentences
(continue in next page)
11
Concepts General Description Skills/Competencies
2. Parts of Speech
(continous from
previous page)
present, past, and future.
Present tense - the verb indicates a
habit or general truth.
- I study English every day.
Past tense - the verb indicates a
terminated action.
- Two years ago, I studied English in
New York.
Future tense – the verb indicates a
future action.
- I will study English next year
4. Adverb - any word that describes
characteristics (qualifier) of an verb,
clause, sentence, or other adverb (i. e.
very).
5. Adjective - a word that describes a
noun.
6. Prepositions – describe a
relationship between words in a
sentence, they indicate a relationship
between two things. There are about
150 prepositions in English.
Prepositions are important words. We
use individual prepositions more
frequently than other individual words.
In fact, the prepositions of, to and in are
among the ten most frequent words in
English.
Identify interjections in
sentences.
(continue in next page)
12
Concepts General Description Skills/Competencies
2. Parts of Speech
(continous from
previous page)
English Preposition Rule: A preposition
is followed by a "noun". It is never
followed by a verb.
Prepositions of Place: at, in, on
Most frequently used for:
• at for a POINT
• in for an ENCLOSED SPACE
• on for a SURFACE
Prepositions of Time: at, in, on.
In general, we use:
• at for a PRECISE TIME
• in for MONTHS, YEARS,
CENTURIES and LONG PERIODS
• on for DAYS and DATES
7. Conjunction - Any syntactic
connector (and) join words or groups of
words: or, not, but, for, although, etc.
8. Interjection - a word added to a
sentence to convey an emotion or a
feelings such as surprise, disgust, joy,
excitement, or enthusiasm.
13
Concepts General Description Skills/Competencies
3. Comprehension
and interpretation
of literary and
informational
texts.
Reading comprehension refers to:
literal comprehension and
understanding of what is explicitly
stated in the text, or inferential
comprehension refers to the
understanding of what is implied by the
text.
Texts are written for three different
purposes: to entertain, as with novels
and fictional stories; to persuade, as
with articles trying to convince you of a
certain point; and to inform, as with
encyclopedias, history books,
textbooks, and anything made to help
you learn different things.
Reading for comprehension requires
that you be able to understand
concepts as follows:
1. Main Ideas - The most important or
central idea of a passage.
Example: “The yo-yo has appealed to
many different cultures during different
periods.”
2. Details - Support or explain the
main idea.
Example: “The yo-yo was invented one
thousand years ago in China. It
became popular in England, France,
and the United States.”
Identify vocabulary
meaning according to
the context.
Identify the story
elements in a
selection.
Identify main ideas in
a selection.
Determine supporting
ideas in the selection.
Identify supporting
sentences in a text.
Order sequence of
events in a series of
disarrayed sentences.
Recognize the
sequence of events.
Identify the personality
of the characters.
Infer the climax of a
selection.
SECTION 2: READING COMPREHENSION
14
Concepts General Description Skills/Competencies
3. Sequence of Events - Shows
events in the order in which they
happened chronologically.
4. Characterization - The process by
which the writer reveals the personality
of the character.
Example: “The impatient boy and quiet
girl were both well-mannered and did
not disobey their mother.”
5. Climax - The highest point of action
in a story.
4. Vocabulary in
Context
Vocabulary in context refers to the part
of a text or statement that surrounds a
particular word or passage and
determines its meaning.
You can find the clues to the meaning
of unfamiliar words by examining the
context, the words surrounding the
unfamiliar word.
Example: The speaker was eloquent,
persuading us with her moving stories.
When you are able to determine the
meaning of an unknown word by
reading the words or sentences around
it, you are using vocabulary in context.
Developing vocabulary in context skills
is important because it
Determine the
meaning of unknown
words by using
context clues.
Recognize correct
word order in
sentences and
questions.
(continue in next page)
15
Concepts General Description Skills/Competencies
4. Vocabulary in
Context
(continous from
previous page)
allows you to continue reading without
stopping to use a dictionary.
Context clues are words and phrases
in a sentence which help you reason
out the meaning of an unfamiliar word.
Often you can figure out the meanings
of new or unfamiliar vocabulary by
paying attention to the surrounding
language. You will study four types of
context clues that help in defining
unknown word. Example: Synonyms,
Antonyms, and General Senses.
For example, you might not
understand the word acerbity, by itself:
“The acerbity of the lemon caused
the little girl to spit out the bite she
had just taken.”; this sentence helps
you understand that the general
meaning of acerbity must be “bitter or
sour”. The context clues "lemon" and
"spitting out the bite", which provide
more information in the sentence, help
you understand what the vocabulary
word means.
16
Concepts General Description Skills/Competencies
5. Indirect Writing
Recognize writing strategies to
improve, revise, or edit the text.
Identification of
correct sentence
structures, spelling,
and grammatical
fluency in passages.
6. Sentence
structure
Sentence structure tells us how many
independent and dependent clauses
are in a sentence. Topic sentence is
the main idea developed about a topic.
There are four sentence structures.
1. Simple sentences: contain only
one independent clause and no
subordinate clauses.
Example:
- I drink coffee.
2. Compound sentences: contain two
or more independent clauses and no
subordinate clauses.
Example:
- She cooked and he cleaned.
Determine the topic
and concluding
sentences of a
passage.
Identify correct
sentence structure in
a text.
(continue in next page)
SECTION 3: INDIRECT WRITING
17
Concepts General Description Skills/Competencies
6. Sentence
structure
(continous from
previous page)
3. Complex sentences: contain one
independent clause and at least one
subordinate clause.
Example:
- Since I love reading, I have a library
card.
4. Compound - complex sentences:
contain at least two independent
clauses and at least one
subordinate clause.
Example:
- I would have purchased the cheese
that you like, but it was too expensive.
18
E. E x a m e n d e S i m u l a c i ó n
El examen de simulación integra dos tipos de ejercicicios: de práctica y de
simulación.
1. E j e r c i c i o s d e p r á c t i c a y r e s p u e s t a s
Los ejercicios de práctica responden a cada uno de los conceptos que
aparecen en la Tabla correspondiente y se trabajan en el mismo orden. Cada
ejercicio de práctica le ofrece información de contenido sobre el tema además de
mostrarle un modelo de las instrucciones y ejercicios que aparecerán en el
examen del EEES. Asi mismo se presenta una explicación de cómo se llevó a
cabo el razonamiento que permitió seleccionar la respuesta elegida.
2. E j e r c i c i o s d e s i m u l a c i ó n y r e s p u e s t a s
Los ejercicios de simulación son ejercicios similares a los de práctica y
corresponden, también, a los conceptos y las destrezas específicas que se
evaluarán en el EEES.
Todas las respuestas a los ejercicios de simulación de las distintas materias
se encuentran en la sección F que está al final de esta guía, de forma que pueda
evaluar su desempeño y prepararse con anticipación para el día del examen de
equivalencia.
19
EJEMPLOS:
Instrucciones para responder en la hoja de contestaciones:
1. Utilice únicamente un lápiz número 2 para rellenar los espacios.
2. No utilice un lápiz mecánico, bolígrafo, ni tinta.
3. Rellene el espacio completamente con su respuesta.
4. No responda con marcas de cotejo, equis (x) u otras líneas.
5. Evite presionar muy fuerte el lápiz, en caso que desee borrar para
cambiar una respuesta borre completamente la marca anterior.
6. No deje respuestas en blanco.
7. No apoye la punta del lápiz en la hoja de contestaciones mientras
piensa su respuesta, ni haga marcas innecesarias en la hoja.
Antes de comenzar a contestar los ejercicios de este examen,
siga las instrucciones que se le indican para que pueda utilizar de forma correcta
la hoja de contestaciones y se asegure de que su respuesta sea válida.
Lea cuidadosamente las recomendaciones que se presentan a continuación.
Instrucciones Generales
Ejercicios de Práctica y Respuesta de Comunicación en Inglés
20
Section 1: Language Use and Grammar
Language use refers to knowledge of grammatical form correctness for communication purposes. It includes appropriate use of punctuation rules and parts of speech as described in the table of concepts. The practice exercises for this section will allow you to work on your communicative and linguistic competence in English. This implies knowledge of the skills and concepts to recognize vocabulary in context, and use correct verb tense structure according to the logical function in the sentences. The practice section will present you with a model of instructions and exercises similar to what you find in the EEES test. For the practice exercises, the correct answer and explanations of the reasoning behind the correct answers are provided. Exercises will allow you to complete sentences using vocabulary in context as a key, identify and apply punctuation rules and parts of speech. For example: An adjective is a word that describes a noun. Superlative adjectives express the greatest increase or decrease of the quality. For instance, 'He is the richest man in this town'. Here, the word “richest” is the superlative adjective which shows a comparison individually.
Examples: Mary is the tallest of all the students. I am in the smallest class in the school.
Sample exercises:
1. Eating breakfast is ____ than eating
dinner.
a. important
b. as important
c. more important
d. the most important
e. the least important
Explanation: This statement is a
comparison which needs an adjective to
express this idea. To compare two things
we need to use the adjective + than.
When an adjective has two or more
syllables we add “more” to form the
comparative. Option (a) is eliminated
because it does not contain “more.”
Option (b) is eliminated because it is an
(continue in next page)
Concepts:
*Punctuation and parts of speech
vocabulary in context Instructions: You will find
incomplete statements. Each
statement has one (1) or two (2)
blanks. Each blank indicates that a
word was omitted. After reading
carefully, select the option that best
logically completes or is the function
of the missing word in the statement.
There are five (5) options to choose
from with letters a, b, c, d, and e after
each statement.
Ejercicios de Práctica y Respuesta de Comunicación en Inglés
21
equative adjective structure. Options (d),
and (e) are eliminated because they are
in the superlative form comparing three
or more things.
Solution: The correct option is: more
important.
Eating breakfast is more important than
eating dinner.
Correct option: (c)
2. We practiced reading new vocabulary
words while we _______. .
a. walk
b. walking
c. was walking
d. were walking
e. had walked
Explanation: This sentence is
expressed in the past continuous tense.
Two actions occurred. One interrupted
the other. Option (a) is incorrect
because it is in the simple present tense.
Option (b) is incorrect because it is in the
present continuous tense. Option (e) is
incorrect because it expresses the past
perfect tense which the events have
ended. The two remaining options are
(c) and (d). The subject is we. The
auxiliary verb must agree with the subject
we.
Solution: The correct option is: were
walking.
We practiced reading new vocabulary
words while we were walking.
Correct option: (d)
For more information and practice
search here:
English Grammar Links for ESL Students
Directory of learning tools includes
comprehensive grammars, idiom lists
and interactive quizzes.
http://forums.eslcafe.com/student/vie
wforum.php?f=22
Self-Study Quizzes for ESL Students
Students test their English knowledge
with these sorted quizzes. Covers
homonyms, grammar and vocabulary.
http://www.aitech.ac.jp/~iteslj/quizzes/
Ejercicios de Práctica y Respuesta de Comunicación en Inglés
22
Examples of prepositions of time
Examples of prepositions of location
Examples of prepositions of place
Ejercicios de Simulación Examen de Comunicación en Inglés
23
1. Every morning, I leave home ____
eight o’clock.
a) in
b) at
c) on
d) for
e) up
2. How many months are there ____ a
year?
a) up
b) on
c) at
d) to
e) in
3. ____of the women handed in her
uniforms.
a) Every one
b) Someone
c) Somebody
d) Everybody
e) Anybody
4. ____ watched the musicians play their
instruments.
a) Us
b) Me
c) We
d) It
e) My
5. Select the correct statement.
a) Was taken by all the oral test the
students.
b) The students was taken by all the
oral test.
c) All the students was taken by the
oral test.
d) The test was taken by oral all the
students.
e) The oral test was taken by all the
students.
Choose the correct answer for
each of the items. Fill out the
corresponding space on the
answer sheet. Some items
include a statement with a blank
space. Each blank indicates that
a word is omitted. After reading
the statement carefully, select
the best option to complete the
meaning or function of the word.
Instructions
Ejercicios de Simulación Examen de Comunicación en Inglés
24
6. Select the correct statement.
a) Luisa will not be coming home
soon.
b) Luisa will soon not be coming
home.
c) Soon Luisa will not be coming
home.
d) Will not Luisa be soon coming
home.
e) Coming home will not soon be
Luisa.
7. I went to the party,_____ I couldn’t
dance.
a) or
b) and
c) but
d) nor
e) so
8. Margot either walks _____ jogs for
exercise every day.
a) nor
b) or
c) and
d) so
e) but
9. _____ is the nearest gas station in this
neighborhood?
a) Why
b) Where
c) What
d) How
e) When
10. _____ is the weather in Florida during
the month of January?
a) Who
b) Where
c) When
d) How
e) Why
11. I ______ dinner with him every night.
a) has
b) have
c) having
d) are having
e) has had
12. Helen ____ to the movies every
Saturday night.
a) go
b) going
c) goes
d) have gone
e) am going
Ejercicios de Simulación Examen de Comunicación en Inglés
25
13. Mother ____ our favorite dish in the
kitchen right now.
a) are cooking
b) am cooking
c) be cooking
d) is cooking
e) having cooked
14. I ____ to study for my English test
now.
a) are going
b) am going
c) is going
d) had gone
e) be going
15. Three thousand people ___ by the
tsunami in the Pacific.
a) killed
b) were killed
c) was killed
d) had killed
e) having killed
16. Gloria and I ____ to lunch at the food
court of Plaza Mall last week.
a) go
b) going
c) went
d) has gone
e) having gone
17. David ____ to join the National Guard
next year.
a) going
b) am going
c) are going
d) were going
e) is going
18. What are your travel plans? All of us
___ to Disney World next summer.
a) went
b) has gone
c) will go
d) goes
e) is going
Ejercicios de Simulación Examen de Comunicación en Inglés
26
19. Our students _______ final exams
last May.
a) take
b) takes
c) was taking
d) were taking
e) are taking
20. What were you doing? I _____ a
shower when the cellphone rang.
a) took
b) was taking
c) will take
d) is taking
e) are taking
21. The workers _____ good salaries
last year.
a) earned
b) has earned
c) is earning
d) are earning
e) will earn
22. Lydia _____ in the company since
2003.
a) work
b) worked
c) am working
d) have been working
e) has been working
23. Select the statement with the correct
punctuation.
a) What solutions does he offer.
b) What solutions does he offer!
c) What solutions does he offer?
d) What solutions does he offer,
e) What solutions does he offer:
24. Select the statement with the correct
punctuation.
a) That is a good suggestion;
b) That is a good suggestion?
c) That is a good suggestion:
d) That is a good suggestion,
e) That is a good suggestion.
Ejercicios de Práctica y Respuesta de Comunicación en Inglés
27
Section 2: Reading Comprehension
In this section, there are two types of
analysis: literal comprehension and
inferential comprehension. There are
sample selections followed by items
related to the content of the readings.
These practice exercises will test
understanding of what is explicitly stated
in the text such as vocabulary in context,
details, and sequence of events. In
addition, there are exercises to test
understanding of inferential
comprehension of what is implied in the
text which include: infer main ideas,
examine story elements, and determine
characterization.
Vocabulary in context refers to the part
of a text or statement that surrounds a
particular word or passage and
determines its meaning.
Details support or explain the main idea,
usually through supporting sentences.
Sequence of events means sorting
events in the order in which they
happened chronologically.
Main idea is the most important idea in
the text.
Story elements refer to the most
important things to look for in a
story. There are 5 key elements in a
story: character, setting, conflict, plot and
theme.
A Life of Achievements Oprah Winfrey
01 When I was in school, I wasn’t a very good
student because I didn’t like to study. I liked
to draw, and I made funny drawings of all my
teachers. When I graduated from
05 high school, I didn’t want to go to college, so I
got a job in a store near my house. I was an
assistant there, but I didn’t like my job. One
day I met my friend Brandon for lunch at
Archie’s, a nearby café. While we
(continue in next page)
Concepts:
*Literal and inferential comprehension
*Vocabulary in Context
*Story Elements
Instructions: You will find a reading
selection. Read it carefully. There are
incomplete statements. Each
statement has one (1) blank. Each
blank indicates that an answer is
required to complete the ideas. After
reading carefully, select the option
that best logically completes the
statement. There are five options to
choose from with letters a, b, c, d,
and e after each statement.
Ejercicios de Práctica y Respuesta de Comunicación en Inglés
28
10 were there, I sketched some caricatures of
the people in the café. Brandon looked at my
drawings and said, “Why don’t you find a job
at a newspaper?” You’re a good artist!” Six
months later, I got a job at a
15 local magazine and I left my job at the store. I
worked hard, and soon I got a better job at a
major newspaper. I draw cartoons and comic
strips every day. I don’t make a lot of money,
but I enjoy my work! I’ll never forget
20 Brandon and our lunch together at Archie’s.
Sample exercises:
1. Oprah’s first job was in a:
a. store
b. college
c. newspaper
d. café
e. supermarket
Explanation: In the selection, Oprah’s
first job was mentioned. Option (b) is
about her academic career so it is not a
possible answer. Option (c) is Oprah’s
future opportunity. It is not correct. For
options (d) and (e) there is no information
in the selection. The correct option is
Oprah’s first job was in a store.
Solution: The correct option is: store
Oprah’s first job was in a store.
Correct option: (a)
2. The main idea of this selection is:
a. Oprah did not go to college.
b. Oprah changed many difficult
jobs.
c. Oprah started her achievements.
d. Oprah listened to her friend at
lunch one day.
e. Oprah drew funny cartoons of her
teachers.
Explanation: The main idea is a
summary in one sentence of the
selection. Option (a) is mentioned in the
selection, but it is not the result of
Oprah’s actions. Option (b) is true, but it
is not the complete idea of Oprah’s
success. Options (d) and (e) are details.
The correct option is (c) Oprah started
her achievements when she went into a
newspaper job.
Solution: The correct option is: Oprah
started her achievements.
Oprah started her achievements.
Correct option: (c)
Ejercicios de Práctica y Respuesta de Comunicación en Inglés
29
Here Comes Zumba® At some time during the 1980’s, the world started talking about aerobic exercise, or simply "aerobics." Although athletes had been playing tennis and soccer and running in marathons for decades, aerobics seemed like something new. For the first time, video cassette players were in millions of living rooms, and people started buying video tapes and learning aerobics from celebrities. New gyms and health clubs opened, and regular people who didn't think of themselves as athletes started "working out" to get healthier. The focus of aerobic exercise is the heart and lungs. The idea is to move the body enough to make the heart pump faster. With the heart beating faster, the lungs start taking in more oxygen and the blood is aerated (or oxygenated). That's where the term aerobics comes from. It's a type of exercise that keeps the heart and lungs strong, and it burns calories, too. In more recent years, aerobics have lost some of their glamour. Many people now accept regular exercise as a necessity, but spending hours alone at a health club on exercise machines just isn't much fun.That's where Zumba® comes in. At a Zumba® class, groups of people move and sweat to Latin American music. The focus is on fun, and exercisers say they
get a good aerobic workout, but they feel like they're at a dance party. Zumba® was begun by a fitness trainer from Colombia named Beto Pérez. According to the story, Perez arrived at his aerobics class one day without his usual music. He went to his car to get the dance music he enjoyed---Latin American Salsa, Merengue, Samba, and Cumbia. The class exercised to these energetic rhythms, and the idea for the Zumba® workout was born. The workout is now spreading to countries all over the world. The Zumba® Company sells DVDs for people who want to exercise at home, and they also train instructors. The instructors teach classes in a variety of locations from health clubs to community centers. And best of all, people who were bored with aerobic exercise are having fun again. Sample exercises: 1. What is the article mostly about?
a. how aerobic exercise is good for the body
b. getting aerobic exercise on machines
c. a new kind of aerobic exercise d. running marathons and soccer e. new gyms and health clubs
Instructions: Read carefully the
following selection. Select the best
option.
Ejercicios de Práctica y Respuesta de Comunicación en Inglés
30
2. In the first paragraph, why does the writer mention tennis and soccer?
a. They are sports that are not
popular now. b. They are ways for athletes to get
aerobic exercise. c. They were new sports in the
1980’s. d. They were the focus of gyms and
health clubs. e. They were the glamour in most
recent years. 3. According to the third paragraph, why
has aerobic exercise become less attractive in recent years? It’s ___.
a. not fun b. expensive c. necessary d. a dance e. a necessity
4. How did Zumba® get started? a. A fitness instructor used a different
kind of music in class. b. A regular exerciser got bored with
exercise machines. c. A driver was listening to music in his
car. d. The Latin Cumbia dance was
invented. e. Exercisers felt like they were at a
party.
5. What does the Zumba® Company do? a. It teaches exercise classes. b. It produces Latin American music
CDs. c. It produces t-shirts and shorts. d. It sells DVDs and trains instructors. e. It rents health clubs in community
centers.
Sample exercises
correct answers
1. c
2. b
3. a
4. a
5. d
For more information and practice
search here:
About.com - English as 2nd Language
Improve your English skills. Find
articles on conversation, listening,
grammar and comprehension, plus
online English lessons.
http://esl.about.com/
Ejercicios de Simulación Examen de Comunicación en Inglés
31
Dear Mr. Flores:
I am interested in your posting in El
Nuevo Día® for a customer service job.
Please consider this letter and enclosed
resume as an application for the position.
I graduated from Como Sabe College
with an Associate Degree in
Communications. My college experience
gave me strong communications skills
that will help me handle telephone calls,
solve customer problems, and write
letters and reports.
Please let me know if you can schedule
me for an interview. Thank you for your
consideration.
Sincerely,
Juan Del Pueblo
25. Juan is applying for ______.
a. a resume
b. an application
c. a job opening
d. a college degree
e. a communication’s degree
26. Based on the letter, which best
describes Juan’s qualifications?
a. playful
b. competent
c. demanding
d. under qualified
e. over qualified
27. Which of the following summarizes
the letter? Juan _____ .
a. graduated from Como Sabe
College
b. qualifies due to his education
c. already had a similar job
d. handled customer complaints
e. studied a communication’s
degree
Read the following passage
before answering questions
25 through 27. Select the
BEST option. Some items
include a statement with a
blank space. Each blank
space indicates that an
answer is requested.
Instructions
Ejercicios de Simulación Examen de Comunicación en Inglés
32
Text 1 New Car Buyer Agreement for Trade-in of Used Car The value of the trade-in car listed on the first page of this document is based on the National Auto Dealer’s Used Car Guide or any guide approved by the Commissioner of Motor Vehicles. This value may be further adjusted for mileage, improvements, or any major mechanical defects. I agree to the following terms: Trade-in Credit May Change. I agree that at the time the trade-in vehicle is delivered to the seller, should the value of my trade-in be diminished as a result of physical damage, alteration, or deterioration in mechanical condition other than normal wear and tear, the seller has the right to reappraise the vehicle. As a result of this reappraisal, I understand that the trade-in amount on my vehicle may be reduced. Trade-in Buyer’s Obligations. At the time delivered the trade-in vehicle to the seller, I promise to sign a Bill of Sale and mileage certification statement and
provide proof of ownership. I guarantee that I owe no money for the vehicle or for the repairs to the vehicle, that emission control devices have not been altered, and that nothing has been removed, including the seatbelts. 28. In the selection, the word reappraise
means:
a) repay b) repair c) evaluate d) revaluate e) over evaluate
29. The terms of this document according
to the National Auto Dealer’s Used Car Guide are strictly for_____.
a) car dealer’s b) trade-in cars c) brand new cars d) accessories parts e) collisions and totaled cars
30. The main idea of paragraph one is:
The value of the car is based on ____ .
a) the mileage, defects and
improvements b) physical damage, alteration or
deterioration c) repairs to the vehicle and
emission control devices d) Bill of Sale and mileage
certification statement e) a used car guide and other
factors
Read the following passage
before answering questions
28 through 31. Select the
BEST option. Some items
include a statement with a
blank space. Each blank
space indicates that an
answer is requested.
Instructions
Ejercicios de Simulación Examen de Comunicación en Inglés
33
31. Which of the following is a summary of the section titled, “Trade-in Buyer’s Obligations?”
The seller promises to provide proof of _____.
a) guarantee and all repair costs b) ownership and paid account c) account balance or repairs d) emission control devices
alterations e) functional air bags and seat belts
Text 2
Luis W. Alvarez
In 1939, World War II broke out in
Europe. In 1940, Luis Alvarez joined a
group of scientists who were designing a
way to guide airplanes through fog or
darkness.
Alvarez and his group built a radar
system called Ground Controlled
Approach, or GCA. In this system, a radio
signal bounces off a lost plane and back
to the sender of the signal. Then a flight
controller on the ground can guide the
plane safely to the ground.
Later during the war, Alvarez worked in
Los Alamos, New Mexico, on a secret
project for the government. Nuclear
scientists there were searching for a way
to make a powerful new weapon, the
atom bomb.
It was a tricky job. The radiation given off
by the atoms in such a bomb is deadly to
living things. Also, an accidental
explosion would cause a terrible disaster.
The project to build the bomb was a top-
secret race, because the first country to
build an atom bomb would have the
power to win the war. by Corinn Codye
(Excerpted from Steck-Vaughn Connections:
Reading & Literature, page 93)
32. The first thing that was invented
was_____.
a) a group of scientists
b) a flight controller
c) the atom bomb
d) a radar system
e) nuclear system
33. The last thing the Ground Control
device helps to do is_______.
a) loses a plane
b) sends nuclear weapon signals
c) bounces a radio signal to Mexico
d) lands safely on the war ground
e) guides the flight controller to
landing
Read the following passage
before answering questions
32 through 34. Select the
BEST option. Some items
include a statement with a
blank space. Each blank
space indicates that an
answer is requested.
Instructions
Ejercicios de Simulación Examen de Comunicación en Inglés
34
34. Details to support that making a
bomb was tricky are_______.
a) there was a race to build two
bombs
b) radiations given off by atoms was
deadly
c) accidental explosions would be a
disaster
d) both options b and c are correct
e) none of the options are correct
Text 3 (Passage taken from
http://saberingles.com.ar/reading/beatles.html)
The Beatles
The Beatles were one of the most
influential music groups of the rock era,
and many consider them the best
musical group on Earth. Initially they
affected the post-war baby boom
generation of Britain and the U.S. during
the 1960s, and later the rest of the world.
Certainly they were the most successful
group, with global sales exceeding 1.1
billion records.
While they were originally famous for
light-weight pop music (and the extreme
hysterical reaction they received from
young women), their later works
achieved a combination of popular and
critical acclaim perhaps unequaled in the
20th century.
Eventually, they became more than
recording artists, branching out into film
and — particularly in the case of John
Read the following passage
before answering questions
35 through 36. Select the
BEST option. Some items
include a statement with a
blank space. Each blank
space indicates that an
answer is requested.
Instructions
Ejercicios de Simulación Examen de Comunicación en Inglés
35
Lennon - political activism. They
achieved an iconic status beyond mere
celebrity, with far reaching effects difficult
to exaggerate.
The members of the group were John
Lennon, (James) Paul McCartney,
George Harrison and Ringo Starr
(Richard Starkey), all from Liverpool,
Merseyside, England. Original drummer
Pete Best was asked to leave the group
just before it started recording. Stuart
Sutcliffe was with them in Hamburg but
also left.
Beatlemania began in the United
Kingdom and exploded following the
appearance of the Beatles on The Ed
Sullivan Show in the United States, on
February 9, 1964. The pop-music band
became a worldwide phenomenon with
worshipful fans, hysterical adulation, and
denunciations by culture commentators
and others such as Frank Sinatra.
Some of this was confusion over the
sources of their music (a similar
confusion was evinced in 1956 over Elvis
Presley by commentators who were
unaware of the tradition of blues, R&B
and gospel out of which Presley
emerged), and some of it was simply an
incredulous reaction to the length of their
hair. At any rate, it was regarded by the
band members with both awe and
resentment.
35. After reading the written passage
above, it can be said that The
Beatles were______.
a) the best selling musical group in
history.
b) an American popular rock group.
c) a hardly known England rock
group.
d) the best known dancing group of
all times.
e) a gospel music group
36. Beattle ________ was the member
which eventually engaged in political
activism.
a) George Harrison
b) Paul McCartney
c) John Lennon
d) Ringo Starr
e) Frank Sinatra
Ejercicios de Simulación Examen de Comunicación en Inglés
36
Text 4 (Passage taken from the novel)
Mutation
by Robin Cook
“But he’s not crying?” questioned Victor.
Doubt clouded his euphoria.
The resident lightly slapped the soles of
Victor Jr.’s feet, then rubbed his back.
Still the infant stayed quiet. “But he’s
breathing fine.”
The resident picked up the bulb syringe
and tried to suction Victor Jr.’s nose once
again. To the doctor’s astonishment, the
newborn’s hands came up and yanked
the bulb away from the fingers of the
resident and dropped it over the side of
the infant care unit.
“Well that settles that,” said the resident
with a chuckle. “He just doesn’t want to
cry.”
37. The turning point of the passage from
the novel Mutation is_____.
a) Victor does not stay for the birth
b) The infant does not cry at birth
c) The resident uses the bulb
syringe
d) The doctor dropped the infant
e) Victor Jr.’s feet and soles
38. From the passage, we can predict
that the infant is_____ .
a) healthy
b) happy
c) unhappy
d) not normal
e) not newborn
Read the following passage
before answering questions
37 through 38. Select the
BEST option. Some items
include a statement with a
blank space. Each blank
space indicates that an
answer is requested.
Instructions
Ejercicios de Práctica y Respuesta de Comunicación en Inglés
37
Section 3: Indirect Writing
In this section, there are exercises to test
knowledge of indirect writing. You will be
able to improve, revise or edit the text.
There are five (5) options to select the
correct answer that will add, eliminate,
correct, modify, or substitute elements in
the text that will make the version more
precise, cohesive, unified, and logical.
The exercises provided will give you an
opportunity to select the option that best
revises or edits a sentence in a text, or
paragraph based on knowledge of writing
skills.
To evaluate the competence of sentence
structure, you will be asked to select the
correct option to include a transition
word, identify a spelling or a punctuation
error. Other exercises ask you to
recognize the topic sentence or
conclusion, identify the irrelevant
sentence, and select the best title for the
passage.
In the following practice section, there
are examples of skills with a model of the
instructions that are included in the test.
Some additional skill practice exercises
were included for future indirect writing
testing versions. These sample
exercises have explanations at the end of
the reasoning behind the correct options.
Read the passage. Select the BEST
option. All sentences are numbered
to help you out the exercise.
(1) Last year, my oldest brother got
married. (2) His bride was his friend’s
sister. (3)____, they had a civil marriage
in the town hall. (4) A few weeks later,
they had a church wedding. (5) The bride
wore a beautiful dress and a veil over her
head. (6) Here there was a wonderful
wedding reception with all kinds of hot
and cold food. (7) The groom wore a
tuxedo. (8) After the religious ceremony
was over, the newlyweds and the guests
went to a restaurant near the church. (9)
After that, there was music and dancing.
(10) I love to dance. (11) Before the
reception ended, the bride and groom
met and thanked every guest. (12)
Finally, after the reception was over, the
newlyweds went on a trip to Hawaii for
their honeymoon.
Concepts:
*Incomplete statements
*Spelling and Punctuation
*Logically complete the meaning
Instructions: You will find
incomplete statements. Each
statement has one (1) blank. Each
blank indicates that a word was
omitted. After reading carefully,
select the option that best logically
completes or is the function of the
missing word in the statement.
There are five options to choose from
with letters a, b, c, d, and e after
each statement.
Ejercicios de Práctica y Respuesta de Comunicación en Inglés
38
Sample exercises:
1. The topic sentence of this selection is:
a. Last year, my oldest brother got
married.
b. His bride was his friend’s sister.
c. A few weeks later, they had a
church wedding.
d. Here there was a wonderful
wedding reception with all kinds of
hot and cold food.
e. The groom wore a tuxedo.
Explanation: In this passage we want to
determine the main idea. It is a wedding.
Options b, c, d, and e are supporting
details for the wedding described in the
passage. These sentences give us
information in different sentences, but not
a complete idea. They are not possible
options to start the passage. Option (a) is
the only correct option because it
contains the topic, which is the wedding,
and the controlling idea, my oldest
brother got married.
Solution: The correct option is: Last
year, my oldest brother got married
Correct option: (a)
2. In the selection, which is the best word
to add to the beginning of sentence
(3)?
a. Then,
b. After,
c. First,
d. Finally,
e. Second,
Explanation: In sentence three (3) we
need a signal word. Option a, b and e
are not possible because these signal
words are for a series of events that are
not mentioned yet. Option (d) is not a
possibility because it is not a final event.
The best answer is letter (c) because it is
a signal word that indicates a starting
event in the sentence.
Solution: The correct option is: First,
First, they had a civil marriage in the
town hall.
Correct option: (c)
For more information and practice
search here:
Folse. K. Et al. (1999). Great
Paragraphs. MA: Houghton Mifflin Co.
Writing and Grammar Communication
in Action: Bronce Level- Workbook.
(2005). NJ: Prentice Hall.
Ejercicios de Simulación Examen de Comunicación en Inglés
39
(1) The most terrifying day of my life
started when my daughter had a terrible
accident with hot cooking oil two years
ago. (2) I had gone to school to register
for classes. (3) By the time I got home I
was very hungry and tired. (4) I started
preparing French fries, and just when the
oil had gotten hot, my daughter came to
ask me for water. (5) As I turned to give
her the water, I bumped the handle of the
pan, and the hot oil went all over her legs.
(6) To make matters worse, though, an
administrator at the hospital refused to
believe that it was an accident. (7) I still
remember her screaming from the pain.
(8) I looked at her legs, and the skin
looked like hot melted wax. (9) In shock,
I rushed her to the hospital.
(10) At the hospital, a doctor treated her
burns, while I walked back and forth in
the waiting room, crying and praying.
(11) This made me even more upset.
(12) My daughter and I did not get home
until the next day. (13) Although I was
finally able to go home with my daughter,
the scars on her legs will always remind
me of that terrifying day.
Select the BEST option.
39. The topic sentence is ___.
a) 5
b) 4
c) 3
d) 2
e) 1
40. The sentence that is NOT in the
correct order is ____ .
a) 5
b) 6
c) 7
d) 8
e) 9
41. The following sentences give the
background information_____ .
a) 2 and 3
b) 4 and 5
c) 7 and 8
d) 9 and 10
e) 12 and 13
42. The concluding statement is ____ .
a) 5
b) 9
c) 11
d) 12
e) 13
In exercises 39 through 50
read the selections and select
the best answers. The texts
are numbered for you.
Instructions
Ejercicios de Simulación Examen de Comunicación en Inglés
40
43. The conclusion of this selection
_____.
a) restates the main idea
b) shows what she learned
c) looks to the future
d) looks to the past
e) restates strategies
44. A good title for this selection is ____.
a) My Daughter’s Life
b) The Best Day of My Life
c) The Most Tragic Day of My Life
d) My Daughter and Food
e) Night School Program
45. The selection above is an example of
____ in writing.
a) narration
b) definition
c) classification
d) persuasion
e) argumentation
Read the paragraph carefully. Select
the best option for each question. All
sentences are numbered to help you
through the exercises.
(1) I can still remember how afraid I was
that day. (2) All my life I had wondered
what it would be like to fly in an airplane.
(3) Although the first time I flew on a
plane was many years ago, I can still
remember how afraid I was that day. (4)
Finally, in March of 1972, I boarded my
first flight. (5) I flew from New Orleans to
Managua, on SAHSA Airline. (6) It was
a Boeing 727 jet. (7) A jet can fly higher
than an eagle. (8) There were three seats
on each side of the aisle. (9) It was sort
of crowded, and this only made me more
nervous. (10) Every time we hit a little
turbulence, my hands turned white. (11)
Since then, I have been on over one-
hundred flights, but I can still remember
even small details about my first airplane
flight. (12) I was so nervous during the
entire flight that I did not eat the meal they
gave me. (13) I would not even go to the
bathroom. (14) I cannot tell you how
relieved I was when the plane finally
landed at our destination.
46. Which of the following sentences
introduces the idea of the text?
a) 2
b) 3
c) 4
d) 5
e) 6
Ejercicios de Simulación Examen de Comunicación en Inglés
41
47. Which option is correctly capitalized?
a. from new orleans to managua, on
sahsa airline
b. from New Orleans to Managua on
SAHSA Airline
c. from New orleans to Managua on
SAHSA airline
d. from New Orleans to Managua on
Sahsa airline
e. from new Orleans to Managua on
SAHSA Airline.
48. Which sentence in the text does NOT
belong?
a. 6
b. 7
c. 8
d. 9
e. 1
49. Which sentence is not in the
CORRECT place?
a. 9
b. 10
c. 11
d. 12
e. 14
50. The best title for this text is _____.
a. My First Flight
b. My 727 Plane
c. I’m Not Hungry
d. Always Occupied
e. A Hundred Flights
42
1. B 26. B
2. E 27. B
3. A 28. D
4. C 29. B
5. E 30. E
6. A 31. B
7. C 32. D
8. B 33. E
9. B 34. D
10. D 35. A
11. B 36. C
12. C 37. B
13. D 38. D
14. B 39. E
15. B 40. B
16. C 41. A
17. E 42. E
18. C 43. A
19. D 44. C
20. B 45. A
21. A 46. A
22. E 47. B
23. C 48. B
24. E 49. C
25. C 50. A
43
III. Referencias
A. Referencias de libros
Hayes Jacobs, H., Lederer R., Sorensen S. (2000). Timeless voices,
timeless themes, Platinum edition. NJ: Prentice Hall.
Kate, K, Feldman, K. et al. (2005). Timeless voices, timeless themes,
Bronze edition. NJ: Prentice Hall.
Kate, K. (2002). Timeless voices, timeless themes, Silver edition. NJ:
Prentice Hall.
Laboy, J. Mercado, C. et al. (2008). El repaso: español, inglés y
matemáticas. San Juan: Editorial Panamericana, Inc.
Ordell, L., Vacca, R., Hobbs, R. & Irvin, J.L. (2001). Elements of language:
First course. NY: Holt, Rinehart and Winston.
Pre GED Language arts: Reading. (2003). Texas: Steck-Vaughn
Co/Harcourt
Supplemental Pub.
Searl, D. (2003). English: Leading to professions. NJ. Globe Fearon.
Dictionaires:
Diccionario Cambridge Pocket English-Spanish. (2008). NY: Cambridge
University Press.
Merriam-Webster: Intermediate Dictionary. (2009). Masschusetts: Merriam-
Webster, Inc
44
Language use
http://www.etsu.edu/scitech/langskil/gra
mmar.htm
Parts of speech
http://www.englishclub.com/grammar/pa
rts-of-speech_1.htm
Reading comprehension in literary
and informative texts
http://saberingles.com.ar/reading/
http://education.jlab.org/reading/
http://edhelper.com/ReadingComprehen
sion_33_33.html
Vocabulary in context
http://wps.ablongman.com/long_licklider
_vocabulary_2/
http://www.english-
zone.com/vocab/vic02.html
Indirect writing
http://grammar.ccc.commnet.edu/gram
mar/
Sentence structure
http://www.english-grammar-
revolution.com/sentence-structure.html
http://www.quia.com/rr/126726.html
Links to Stories
http://www.americanliterature.com/Hugh
es/SS/ThankYouMam.html
http://www.scholastic.com/teachers/boo
k/every-living-thing-0
http://saberingles.com.ar/reading/beatle
s.html
45
Imágenes
Imagen en la política pública del DE
http://fallaolivereta.com/images/Comun/
pizarra448X336.gif
- Página 19:
https://kellyvizz.files.wordpress.com/201
1/10/lapiz.jpg
- Página21:
https://encrypted-
tbn3.gstatic.com/images?q=tbn:ANd9Gc
RBeplfVWukzffTlsWwwT6kOPK_oDLYs
xTaLaj3mf7xmKMJFXH1
- Página 22:
http://www.buzzle.com/articles/example
s-of-prepositions.html
http://www.authorstream.com/Presentati
on/somark-224990-prepositions-
location-esl-across-behind-next-
education-ppt-powerpoint/
- Página 28:
http://ecx.images-
amazon.com/images/I/61X5Bq0R0wL._
SL1000_.jpg
- Página 34:
http://sp.depositphotos.com/60639793/s
tock-photo-person-reads-book.html
- Página 35
http://saberingles.com.ar/reading/beatle
s.html
- Página 42:
http://i.ebayimg.com/00/s/NDY0WDYyM
A==/z/MqEAAOSw~EtUk50H/$_20.JPG
- Página 43:
http://www.freecraftunlimited.com/clipart
/school/books-papers.gif
- Página 44 y 45:
http://t2.gstatic.com/images?q=tbn:ANd
9GcQA3LzShKECJHwkBhPwexa-
OgzGudRzFOtURvIHhM5ChSB5cUH6